Name: Kim Russo Date: 3/31/14

Cooperating Teacher: Rebecca Burns

Grade Level: 6A Language Arts

Day 15: Peer Editing & Revising
Essential Questions
1. Why is peer editing effective?
2. How does revising help enforce concepts?

Common Core State Standards
1. CCSS.ELA-LITERACY.W.6.1.C Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
2. CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style.
3. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 6 topics, texts, and issues, building on others ideas and expressing their
own clearly.
4. CCSS.ELA-LITERACY.W.6.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards
1-3 above.)
5. CCSS.ELA-LITERACY.W.6.5With some guidance and support from peers and
adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 6 here.)

Student Objectives
1. Students will be able to effectively peer edit an argument essay.
2. Students will be able to revise their argument essay.
Prior Knowledge
Students will have written an argument essay. They will have had practice editing their
peers intros, body paragraphs, and conclusions during the model lessons.

Materials
1. Student argument essays
2. Peer editing checklist

Instructional Plan
1. Motivational Beginning: The students will arrive in the classroom and complete
the Do Now activity written on the board, which will direct them to copy down
the nights homework. (5 minutes)
2. Body of Lesson:
a. The teacher will pass all of their argument essay materials back to the
students. (2 min)
b. She will explain that they will be peer editing and revising their papers
today. The teacher will first have the students highlight all the transitions
in their paragraph and highlight the citations.
c. The teacher will pass out the peer editing checklist and explain the
checklist, letting students know that they are going to first read the
introduction and complete the checklist for that paragraph only. (5 min)
d. She will have students switch papers with a peer and then edit, giving
them 5 minutes to look through the introduction paragraph. (5 min)
e. She will then have students peer conference with one another on their
introductions. The students will make any corrections necessary. (10 min)
f. She will then have the students switch back and they will look at both
body paragraphs, filling out the checklist for those. (5 min)
g. She will then have the students conference with one another on their body
paragraphs and the students will make any corrections necessary. (10 min)
h. They will then move on to the conclusion, once again switching papers
with their partner. (5 min)
i. They will then peer conference on their conclusions and make any
revisions necessary (10 min)
j. The teacher will have students share some of their paragraphs on the
document camera and ask any clarifying questions (10 min).
3. Closure: The teacher will explain that they will begin their argument essay
assessment tomorrow.

Assessment
1. The students will be informally assessed on their ability to participate in peer
editing.
2. The students will be informally assessed on their ability to revise their paper.

Homework
1. Review argument essay outline and paragraphs they have written.